L1 as a tool for providing corrective feedback

Hengxi Wang; Jing Xu

doi:10.24294/jipd.v8i13.7040

Home - JIPD - Volume 8 - Issue 13

Submit to JIPD

Journal Browser

Volume | Year

Issue

• Current lssue

View All

News and Announcements

View All

L1 as a tool for providing corrective feedback

Hengxi Wang

Jing Xu

Journal of Infrastructure Policy and Development 2024, 8(13), 7040; https://doi.org/10.24294/jipd.v8i13.7040

Submitted：11 Jun 2024

Accepted：05 Aug 2024

Published：06 Nov 2024

Download PDF(398.03KB)

Cite

XML

Abstract

This article delves into the controversial practice of utilizing a student’s first language (L1) as a teaching resource in second language (L2) learning environments. Initially, strategies such as code-switching/code-mixing and translanguaging were considered signs of poor linguistic ability. There was a strong push towards using only the target language in foreign language education, aiming to limit the first language’s interference and foster a deeper immersion in the new language. However, later research has shown the benefits of incorporating the first language in bilingual education and language learning processes. It’s argued that a student’s knowledge in their native language can actually support their comprehension of a second language, suggesting that transferring certain linguistic or conceptual knowledge from L1 to L2 can be advantageous. This perspective encourages the strategic use of this knowledge transfer in teaching methods. Moreover, the text points to positive results from various studies on the positive impact of L1 usage in L2 classrooms. These insights pave the way for further exploration into the application of the first language in adult English as a Second Language (ESL)/English as a Foreign Language (EFL) education, particularly regarding providing corrective feedback.

Keywords

References

Almohaimeed, M. S., & Almurshed, H. M. (2019). Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom. Arab World English Journal (AWEJ), 9, 4. https://doi.org/10.31235/osf.io/r6j2e

Arumugam, N., Kaur, K., Supramaniam, K., & Thayalan, X. (2017). Code-switching in ESL speaking class: How & why? Journal of Institutional Research South East Asia, 15(1), 121-132.

Asari, Y. (2019). EFL Teachers’ L1 Backgrounds, Beliefs, and the Characteristics of Their Corrective Feedback. The Journal of AsiaTEFL, 16(1), 250–266. https://doi.org/10.18823/asiatefl.2019.16.1.16.250

Baker, C. (2006). Foundations of bilingual education and bilingualism. Multilingual Matters.

Brown, A., & Gullberg, M. (2008). Bidirectional crosslinguistic influence in 11-12 encoding of manner in speech and gesture: A Study of Japanese Speakers of English. Studies in Second Language Acquisition, 30(02), 225–251. https://doi.org/10.1017/s0272263108080327

Bruen, J., & Kelly, N. (2014). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal, 45(3), 368–381. https://doi.org/10.1080/09571736.2014.908405

Bruhlmann, A. (2012). Does the L1 have a role in the foreign language classroom? A review of the literature. Academic Commons. https://doi.org/10.7916/D8HT2NXP

Cook, V. (2001). Second Language Learning and Language Teaching, 3rd ed. London: Arnold.

Costley, T., & Leung, C. (2020). Putting translanguaging into practice: A view from England. System, 92, 102270. https://doi.org/10.1016/j.system.2020.102270

Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43(5), 1196–1208. https://doi.org/10.1016/j.pragma.2010.10.006

de la Fuente, M. J., & Goldenberg, C. (2020). Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. Language Teaching Research, 26(5), 943–962. https://doi.org/10.1177/1362168820921882

Edstrom, A. (2006). L1 Use in the L2 Classroom: One Teacher’s Self-Evaluation. The Canadian Modern Language Review, 63(2), 275–292. https://doi.org/10.3138/cmlr.63.2.275

Ellis, R., & G., W. H. (2017). Second language acquisition. Oxford University Press.

Hanafiah, R., Mono, U., & Yusuf, M. (2021). Code-Switching in Lecturer-Students’ Interaction in Thesis Examination: A Case Study in Indonesia. International Journal of Instruction, 14(1), 445–458. https://doi.org/10.29333/iji.2021.14126a

Howatt, A. (1984). A history of English language teaching. Oxford: OUP.

Ito, K. (2017). The efficacy of translation and oral corrective feedback in promoting language proficiency development [PhD thesis]. State University of New York at Binghamton.

Karagianni, Ι. (2016). The use of learners’ L1 in teacher oral corrective feedback [PhD thesis]. Aristotle University of Thessaloniki. https://doi.org/10.12681/eadd/39667

Kim, E.-Y. (2010). Using translation exercises in the communicative EFL writing classroom. ELT Journal, 65(2), 154–160. https://doi.org/10.1093/elt/ccq039

Kohi, M. H., & Suvarna L. G. (2020). Use of L1 in ESL/EFL Classroom: Multinational Teachers’ Perceptions and Attitudes. International Journal of English Language & Translation Studies, 8(3), 88-96.

Krashen, S. D. (1981) Second Language Acquisition and Second Language Learning. Pergamon Press Inc., Oxford.

Lee, E. J. (2018). An Integrated Loop Model of Corrective Feedback and Oral English Learning: A Case of International Students in the United States. Journal of International Students, 7(3), 581–600. https://doi.org/10.32674/jis.v7i3.289

Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. https://doi.org/10.1080/13803611.2012.718488

Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(02). https://doi.org/10.1017/s0272263106060128

Macaro, E. (1997). Target Language, Collaborative Learning and Autonomy. Multilingual Matters. https://doi.org/10.21832/9781800418219

Natsir, M., & Sanjaya, D. (2014). Grammar Translation Method (GTM) Versus Communicative Language Teaching (CLT); A Review of Literature. International Journal of Education and Literacy Studies, 2(1), 58–62. https://doi.org/10.7575/aiac.ijels.v.2n.1p.58

Padilla, A. M., Lindholm, K. J., Chen, A., et al. (1991). The English-only movement: Myths, reality, and implications for psychology. American Psychologist, 46(2), 120–130. https://doi.org/10.1037/0003-066x.46.2.120

Saruwatashi, S. L. (2020). Principal reasons for using L1 in the L2 classroom. Junshin Journal of Studies in Humanities, 26, 77-87.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 17-46. http://dx.doi.org/10.1093/applin/11.2.129

Spooner, M. (2017). Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom. Utah State University.

Turnbull, M. (2001). There is a Role for the L1 in Second and Foreign Language Teaching, But... Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 57, 531-540.

Ur, P. (1996). A course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.

Varshney, R., & Rolin-Ianziti, J. (2006). Student Perceptions of L1 Use in the Foreign Language Classroom: Help or Hindrance? Journal of the Australasian Universities Language and Literature Association, 2006(105), 55–83. https://doi.org/10.1179/000127906805260338

Previous
article in this issue

Next
article in this issue